It has been a long time issue as to how to integrate technology in the teaching-learning process. Unlike the case of science, where the practical consequences of entertaining a particular theory are not taken into consideration, the context of discovery in technology is governed by severe constraints of time and money, and an analysis of the problem how best to proceed certainly seems in order.
If one follows Joseph Pitt in his book Thinking about technology (2000) and defines technology broadly as ‘humanity at work’, then to distinguish between technological action and action in general becomes difficult, and the study of technological action must absorb all descriptive and normative theories of action, including the theory of practical rationality, and much of theoretical economics in its wake.
Until recently, it was believed that the development of technology was restricted only to human beings, but 21st century scientific studies indicate that other primates and certain dolphin communities have developed simple tools and passed their knowledge to other generations.
After having presented the major issues of philosophical relevance in technology and engineering that emerge in this way, we discuss the problems and challenges that technology poses for the society in which it is practiced in the third and final section.
There are examples of information technology such as Telephone and radio equipment and switches used for voice communications, Traditional computer applications that include data storage and programs to input, process, and output the data and others.